Kamali, Jaber
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Araştırma projeleri
Organizasyon Birimleri
Rektörlük, Yabancı Diller Okulu
İbn Haldun Üniversitesi Diller Okulunun sunduğu İngilizce Hazırlık Programının genel amacı, iletişimsel yaklaşımı kullanarak öğrencileri akademik çalışmalara hazırlamak ve onları etkin, istekli ve kendi kendilerine öğrenebilir bireyler olmaya teşvik etmektir. İngilizce Hazırlık sistemi kurulurken öğrencilerimizin profilleri ve üniversitemizin akademik gereksinimleri göz önüne alınarak Modüler Sistem uygulanması uygun görülmüştür.
Uygulamaya konulan Modüler Sistem, seviye gruplarına göre öğrencilerin devam edecekleri modüller sonunda hedeflenen dil becerilerine ulaşmalarını sağlar ve dil eğitim verimliliğin artmasına yardımcı olur.
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Jaber Kamali
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Yayın Collaborative reflection as a means to improve teachers’ reflective skills: A community of practice perspective(Routledge, 2024) Kamali, Jaber; Javahery, Pourya; Rektörlük, Yabancı Diller OkuluThis study aims at using collaborative reflection to see how itimpacts teachers’ breadth and depth of reflection on teachingpractice. To do so, as a part of an in-house professional develop-ment program of two schools of languages in Iran, eight teachersattended four sessions of collaborative reflection in which theyfocused on teacher talk. In these sessions, they wrote a reflectivenote about a teaching session they had observed for 20 minutes,engaged in a discussion with their peers for an additional 30minutes, and wrote another reflective note after the sessions inanother 20 minutes. Their reflective notes were compared to findpossible differences. To corroborate the data, the teachers all com-pleted narrative frames and attended semi-structured interviews inwhich they discussed any changes in their thoughts and the rea-sons for the changes. The gathered data were analyzed using in-depth thematic analysis, which involved iterative coding and themeidentification to uncover differences in reflective depth and diver-sity. The findings indicated that collaborative reflection significantlyenhanced teachers’ reflective skills, leading to more practical, andmore diverse reflections. This study suggested that incorporatingcollaborative reflection in professional development programs canfoster critical thinking and continuous improvement among lan-guage teachers.
